ABSTRACT
There is a series of processes to be negotiated, either positively embraced, lightly skimmed or ignored that are embedded in the purposeful construction of learning experiences off-campus. These are:
preparation and planning with the agency at a general level to set up the arrangements for student learning (which might, for example, include selection and training of agency-based teachers, agreement about information sharing and so on);
identification with students of their individual learning needs; deciding upon the particular practical experience for each student (this
may be fraught if students, academic tutors and agency-based teachers all expect to exercise choice or control over where the individual student is placed);
determining an individualized agreement or contract that specifies the arrangements for a particular period of learning;
providing teaching or supervision during the placement to promote the student’s acquisition of skills and knowledge (with discussion about the nature and quality of the relationship between the student and the teacher or supervisor);
managing the experience and implementing quality assurance mechanisms (for example, the frequency of meetings between the various parties to monitor progress);
examining the student’s learning or competence achieved (mechanism and timings for assessment must be determined, and the respective contributions of student and the agency-based staff and tutor);
evaluation of the placement experience to enable improvement for future use.
